Communication Considerations

Jacqueline Peters

University of Phoenix

CUR/540


Dr. Gina Stafford


October 26, 2015

StakeHolders

Administrators: Seeking a cohesive medium for all stakeholder to have air of honest and clear communication.

Coaches: Looking for ways to communicate with teachers in order to build relationships that will foster trust and openness of to new innovative ways to implements best practices in the classroom.

Teachers: Willing to have an open means of communication with both coaches and administrators to relay outcome in the classrooms it pertains to students learning.

Students: An unwritten page waiting be filled the knowledge that is so desperately needed to ensure a future overflowing with success. This can only happen if teachers are well prepared and has the tolls they need to make the vision a reality.

Conflict Resolution

Steps towards conflict resolutions

" Conflict arises from differences. It occurs whenever people disagree over their values, motivations, perceptions, ideas, or desires. Sometimes these differences look trivial, but when a conflict triggers strong feelings, a deep personal and relational need is at the core of the problem--a need to feel safe and secure, a need to feel respected and valued, or a need for greater closeness and intimacy."



  • Collaboration

    This is the ideal outcome: a win/win situation. However, it requires input of time from those involved to work through the difficulties, and find a way to solve the problem that is agreeable to all.

  • Compromise or Negotiation

    This is likely to result in a better result than win/lose, but it’s not quite win/win. Both parties give up something, in favour of an agreed mid-point solution. It takes less time than collaboration, but is likely to result in less commitment to the outcome.

  • Smoothing Over the Problem

    On the surface, harmony is maintained, but underneath, there is still conflict. It’s similar to the situation above, except that one person is probably OK with this smoothing, while the other remains in conflict, creating a win/lose situation again. It can work where preserving a relationship is more important than dealing with the conflict right now, but is not useful if others feel the need to deal with the situation.

    Find more at: http://www.skillsyouneed.com/ips/conflict-resolution.html#ixzz3pj0rbBUd

Communication Formats and Effective Strategies

Coach: will communicate with teachers using either tools


  • e-mail for future activities and/or PD as well as co-teaching possibilities
  • informal walk throughs with a face to face follow for collaborative debriefing.


"The coach of a school improvement team supports the development of individual and group skill and knowledge in the areas:



  • Team functions
  • assessment of student learning
  • assessment of school programs and practices
  • effective instructional practices
  • school policies and procedures that promote students achievement
  • monitoring implementation
  • monitoring impact of change strategies
  • Action planning

The coach takes on the responsibility of strengthening his/her own skills in these areas, as well as identifying the needs of the team leader, who is the primary change catalyst" (Reeves, 2009) within (Laba, 2011). The job of coaching comes slew

of responsibilities, and thus both coaches and teachers should be able to bridge a relationship that will foster positivity.

References

Conflict Resolution. Retrieved October 26, 2015, from http://www.skillsyouneed.com/ips/conflict-resolution.html


Gudykunst, W. B. (2004). Bridging differences: Effective intergroup communication. Sage.


Laba, K. (2011). Coaching for School Improvement: A Guide for Coaches and Their Supervisors.